NATIONAL CENTER FOR EDUCATION STATISTICS
Xavier University of Louisiana
New Orleans, LA
The Integrated Postsecondary Education Data System (IPEDS) is the
core postsecondary education data collection program for the NCES.
It is a single, comprehensive system designed to encompass all
institutions and educational organizations whose primary purpose is to
provide postsecondary education. For additional information see
http://nces.ed.gov/ipeds.
IPEDS
DATA FEEDBACK REPORT
October 17, 2007
Dear Institutional Executive:
The National Center for Education Statistics is pleased to provide you with your institution’s annual IPEDS Data Feedback Report. The report
compares data provided by your institution in 2006-07 through the Integrated Postsecondary Education Data System (IPEDS) to data for a
similar group of institutions. Like last year, your institution was given the opportunity to select its own comparison group. If your institution did
not submit its own group, IPEDS identified a comparison group for you (see the list toward the back of this report for the institutions in your
comparison group).
I also encourage you to visit the IPEDS Executive Peer Tool (ExPT) at http://nces.ed.gov/ipedspas/expt/. This year the ExPT offers several
new feaures. Not only can you download a PDF of this report as it was sent to you, you can also select a different comparison group and
recreate the full report in the PDF format. In addition, there are a number of additional figures available in the EXPT that are not included in
your original report such as enrollments by student level, admissions and test scores, and more finance figures.
Thank you for all of your efforts to support IPEDS throughout the data collection process. Without your support and the high quality data that
your institution provides, these reports would not be possible. Should you have any comments on how we can improve the Data Feedback
Report and ExPT, please send them to ipedsdatafeedback@ed.gov.
Best regards,
Elise S. Miller
IPEDS Program Director
whose primary purpose is to provide postsecondary education.
IPEDS collects institution-level data on students (enrollment and
graduation rates), student charges, program completions, faculty,
staff, and finances. Each year nearly 6,700 postsecondary
institutions provide information to the U.S. Department of Education
through IPEDS. These data are used at the federal and state level
for policy analysis and development; at the institutional level for
benchmarking and peer analysis; and by students and parents,
through the College Navigator (http://collegenavigator.ed.gov/), to
aid in the college search process. For more information about
IPEDS, see http://nces.ed.gov/ipeds.
What is the Purpose of this Report?
The IPEDS Data Feedback Report is intended to provide institutions
a context for examining the data they submitted to the Integrated
Postsecondary Education Data System (IPEDS). Our goal is to
produce a report that is useful to institutional executives and that
may help improve the quality and comparability of IPEDS data.
What Is In This Report?
The figures provided in this report are those suggested by the
IPEDS Technical Review Panel. They were developed to provide
selected indicators and data elements for your institution and a
comparison group of institutions. The figures are based on data
collected during the 2006-07 IPEDS collection cycle and are the
most recent data available. Additional information about these
indicators is provided in the Methodological Notes at the end of the
report. Following the figures is a list of the institutions in your
comparison group and the criteria used for their selection. Please
refer to "Comparison Group" in the Methodological Notes for more
information.
Would You Like to Do More Analysis of Your IPEDS Data?
The information in this report can be produced for a different
comparison group using the IPEDS Executive Peer Tool (ExPT) at
http://nces.ed.gov/ipedspas/expt. If you would like to make
comparisons on a wider range of IPEDS variables, the more
comprehensive IPEDS Peer Analysis System (PAS) is available at
http://nces.ed.gov/ipedspas. In both systems, you may select your
own comparison group by institution name or by using selected
variables. Through the ExPT, you may also print additional copies of
this report.
What is IPEDS?
The Integrated Postsecondary Education Data System (IPEDS) is a
system of survey components that collects data from all institutions
in the United States and other jurisdictions, such as Puerto Rico,
Selected Figures
These figures are based on 2006-07 IPEDS data submitted by your institution, Xavier University of Louisiana, and the comparison group
listed later in this report. The number of institutions in the comparison group from which the median is derived is shown as "(N = x)" in the
labels or in the legend at the bottom of the figure.
Xavier University of Louisiana 2
IPEDS DATA FEEDBACK REPORT
Figure 1.
Unduplicated 12-month headcount of all students and of
undergraduate students, total FTE enrollment (academic
year 2005-06), and full- and part-time fall enrollment (Fall
2006)
Figure 2.
Enrollment measure
Percent of all students enrolled, by race/ethnicity, and
percent women: Fall 2006
Race/ethnicity or gender
Unduplicated
headcount - total
(N=16)
4
White, non-Hispanic
3,230
1
4,736
72
Black, non-Hispanic
Unduplicated
headcount undergraduates (N=16)
2,460
4,001
2,928
American Indian or 0
Alaska Native 0
10
Race/ethnicity
unknown
2,822
Full-time
fall enrollment (N=17)
2,943
1
3
Nonresident alien
1
190
Part-time
fall enrollment (N=17)
411
0
10
Asian or
Pacific Islander 0
3,230
Total FTE
enrollment (N=17)
91
1
Hispanic
0
72
Women
1,000
2,000
3,000
4,000
5,000
64
0
10
20
30
40
Number of students
Your institution
50
60
70
80
90
100
Percent
Comparison Group Median
Your institution
Comparison Group Median (N=17)
NOTE: For details on calculating full-time equivalent (FTE) enrollment, see Calculating
FTE in the Methodological Notes at the end of this report. Total headcount, FTE, and fulland part-time fall enrollment include both undergraduate and postbaccalaureate students,
when applicable. N is the number of institutions in the comparison group. School did not
provide data because of hurricane-related problems.
SOURCE: U.S. Department of Education, National Center for Education Statistics,
Integrated Postsecondary Education Data System (IPEDS): Spring 2007.
NOTE: Median values for the comparison group may not add to 100 percent. See "Use of
Median Values for Comparison Group" in the Methodological Notes at the end of this
report for how median values are determined. N is the number of institutions in the
comparison group. School did not provide data because of hurricane-related problems.
SOURCE: U.S. Department of Education, National Center for Education Statistics,
Integrated Postsecondary Education Data System (IPEDS): Spring 2007.
Figure 3.
Figure 4.
Academic year tuition and required fees for full-time,
first-time, degree/certificate-seeking undergraduates:
2004-05—2006-07
Academic year
Percent of full-time, first-time, degree/certificate-seeking
undergraduate students receiving financial aid, by type
of aid: 2005-06
Type of aid
81
$12,900
Federal grants
2006-07
64
$11,792
35
State and
local grants
24
$12,100
2005-06
$11,230
66
Institutional grants
21
$11,300
2004-05
49
Loans
$10,610
$0
$2,500
$5,000
$7,500
$10,000
$12,500
79
$15,000
0
Tuition and fees
Your institution
10
20
30
40
50
60
70
80
90
100
Percent
Comparison Group Median (N=17)
Your institution
NOTE: The tuition and required fees shown here are the lowest reported from the
categories of in-district, in-state, and out-of-state. N is the number of institutions in the
comparison group. School did not provide data because of hurricane-related problems.
SOURCE: U.S. Department of Education, National Center for Education Statistics,
Integrated Postsecondary Education Data System (IPEDS): Fall 2006.
Comparison Group Median (N=16)
NOTE: For details on how students are counted for financial aid reporting, see Cohort
Determination for Reporting Student Financial Aid and Graduation Rates in the
Methodological Notes at the end of this report. N is the number of institutions in the
comparison group. School did not provide data because of hurricane-related problems.
SOURCE: U.S. Department of Education, National Center for Education Statistics,
Integrated Postsecondary Education Data System (IPEDS): Spring 2007.
Xavier University of Louisiana 3
IPEDS
DATA FEEDBACK REPORT
Figure 5.
Types and average amounts of financial aid received by
full-time, first-time, degree/certificate-seeking
undergraduates: 2005-06
Figure 6.
Type of aid
Graduation rates of full-time, first-time, degree/
certificate-seeking undergraduates within 150% of
normal time to program completion, by race/ethnicity:
2000 cohort
Graduation rates by race/ethnicity
Graduation rate, overall
(N=17)
$3,706
Federal grants
(N=16)
$3,419
White, non-Hispanic
(N=10)
25
36
Black, non-Hispanic
(N=17)
$2,558
State and
local grants (N=15)
38
40
$2,410
38
40
50
Hispanic (N=9)
Asian or
Pacific Islander (N=9)
$5,875
Institutional grants
(N=15)
25
$5,200
30
38
American Indian or
Alaska Native (N=5) 0
Race/ethnicity
unknown (N=9)
$8,136
13
24
Loans (N=16)
$4,249
$0
$2,000
Nonresident alien
(N=12)
$4,000
$6,000
$8,000
$10,000
27
0
10
20
30
51
40
Dollars
Your institution
50
60
70
80
90
100
Percent
Comparison Group Median
Your institution
Comparison Group Median
NOTE: Average grant (or loan) values were calculated by dividing the total grants (or
loans) awarded by the total number of recipients in each institution. N is the number of
institutions in the comparison group. School did not provide data because of hurricanerelated problems.
SOURCE: U.S. Department of Education, National Center for Education Statistics,
Integrated Postsecondary Education Data System (IPEDS): Spring 2007.
NOTE: The graduation rates are the Student Right-to-Know (SRK) rates. For more
information see the Methodological Notes at the end of the report. N is the number of
institutions in the comparison group. School did not provide data because of hurricanerelated problems.
SOURCE: U.S. Department of Education, National Center for Education Statistics,
Integrated Postsecondary Education Data System (IPEDS): Spring 2007.
Figure 7.
Figure 8.
Graduation rate cohort as a percent of all
undergraduates and as a percent of total entering
students (Fall 2006); graduation rate and transfer-out rate
(2000 cohort); and retention rates (Fall 2006)
Measure
Number of degrees awarded, by level: Academic year
2005-06
Level of degree
Graduation rate cohort
as % of undergraduates
(N=17)
19
Graduation rate cohort
as % of entering class
(N=17)
81
83
Doctor's degrees
0
2
38
40
Graduation rate, overall
(N=17)
57
Master's degrees
Transfer-out rate
(N=6)
86
7
429
Bachelor's degrees
81
Full-time
retention rate (N=17)
485
67
50
Part-time
retention rate (N=15)
Associate's degrees
56
0
10
20
30
40
50
60
70
80
90
100
0
0
0
Percent
Your institution
126
First-professional
degrees 0
23
100
200
300
400
500
Number of degrees
Comparison Group Median
Your institution
NOTE: Graduation rate cohort includes all full-time, first-time, degree/certificate-seeking
undergraduate students. Entering class includes all students coming to the institution for
the first time. Only institutions with a mission to prepare students to transfer are required
to report transfers out. Graduation and transfer-out rates are the Student Right-to-Know
rates. 4-year schools report retention rates for students seeking a bachelor's degree. For
more information, see the Methodological Notes. N is the number of institutions in the
comparison group. School did not provide data because of hurricane-related problems.
SOURCE: U.S. Department of Education, National Center for Education Statistics,
Integrated Postsecondary Education Data System (IPEDS): Spring 2007.
Comparison Group Median (N=17)
NOTE: N is the number of institutions in the comparison group. School did not provide
data because of hurricane-related problems.
SOURCE: U.S. Department of Education, National Center for Education Statistics,
Integrated Postsecondary Education Data System (IPEDS): Fall 2006.
Xavier University of Louisiana 4
IPEDS DATA FEEDBACK REPORT
Figure 9.
Percent distribution of core revenues, by source: Fiscal
year 2006
Figure 10. Core expenses per FTE enrollment, by function: Fiscal
year 2006
Revenue source
Function
28
Tuition and fees
$3,989
Instruction
$7,903
36
$1,167
$2,136
Research
32
Government grants
and contracts
26
33
Private gifts, grants,
and contracts
$2,163
$1,860
Academic support
16
$5,468
$5,823
Institutional support
5
Investment return
$588
$970
Public service
8
$1,559
$2,132
Student services
2
3
Other core revenues
0
Other core
expenses
10
20
30
40
50
60
70
80
90
100
$12,916
$87
$0
$2,500
$5,000
Percent
Your institution
$7,500
$10,000
$12,500
$15,000
Dollars per FTE
Comparison Group Median (N=11)
Your institution
Comparison Group Median (N=11)
NOTE: The comparison group median is based on those members of the comparison
group that report finance data using the same accounting standards as the focus
institution. For a detailed definition of core revenues, see the Methodological Notes. N is
the number of institutions in the comparison group. School did not provide data because of
hurricane-related problems.
SOURCE: U.S. Department of Education, National Center for Education Statistics,
Integrated Postsecondary Education Data System (IPEDS): Spring 2007.
NOTE: The comparison group median is based on those members of the comparison
group that report finance data using the same accounting standards as the focus
institution. Expenses per full-time equivalent (FTE) enrollment, particularly instruction, may
be inflated because finance data includes all core expenses while FTE reflects credit
activity only. For details on calculating FTE enrollment and a detailed definition of core
expenses, see the Methodological Notes. N is the number of institutions in the comparison
group. School did not provide data because of hurricane-related problems.
SOURCE: U.S. Department of Education, National Center for Education Statistics,
Integrated Postsecondary Education Data System (IPEDS): Spring 2007.
Figure 11. Full-time equivalent staff by assigned position: Fall 2006
Figure 12. Average salaries of full-time instructional staff equated
to 9-month contracts, by academic rank: Academic year
2006-07
Staff category
Academic rank
Instruction/
research/
public service
$60,194
All ranks (N=17)
175
$51,746
260
$76,388
Professor (N=17)
Executive/
administrative/
managerial
$66,094
$60,653
$57,319
Associate professor
(N=17)
43
51
$52,558
$48,531
Assistant professor
(N=17)
223
Other professional
$41,780
$38,948
Instructor (N=17)
150
$37,800
$37,537
Lecturer (N=8)
191
Non-professional
No academic rank
(N=5)
179
0
50
100
150
200
250
300
$36,431
$0
Number of staff
Your institution
$20,000
$40,000
$60,000
$80,000
Average salary
Comparison Group Median (N=17)
Your institution
NOTE: Graduate assistants are not included in this figure. N is the number of institutions
in the comparison group. School did not provide data because of hurricane-related
problems.
SOURCE: U.S. Department of Education, National Center for Education Statistics,
Integrated Postsecondary Education Data System (IPEDS): Winter 2006-07.
Comparison Group Median
NOTE: Average full-time instructional staff salaries for 11/12-month contracts were
adjusted to 9-month average salaries by multiplying the 11/12-month salary by .8182.
Salaries based on less than 9-month contracts are not included. Medical school staff
salaries are not included. N is the number of institutions in the comparison group. School
did not provide data because of hurricane-related problems.
SOURCE: U.S. Department of Education, National Center for Education Statistics,
Integrated Postsecondary Education Data System (IPEDS): Winter 2006-07.
Xavier University of Louisiana 5
IPEDS
DATA FEEDBACK REPORT
COMPARISON GROUP
This custom comparison group for Xavier University of Louisiana includes the following 17 institutions:
Bethune Cookman College (Daytona Beach, FL)
Clark Atlanta University (Atlanta, GA)
Dillard University (New Orleans, LA)
Florida Agricultural and Mechanical University (Tallahassee, FL)
Grambling State University (Grambling, LA)
Hampton University (Hampton, VA)
Howard University (Washington, DC)
Johnson C Smith University (Charlotte, NC)
Morehouse College (Atlanta, GA)
Norfolk State University (Norfolk, VA)
Paine College (Augusta, GA)
Southern University and A & M College (Baton Rouge, LA)
Southern University at New Orleans (New Orleans, LA)
Spelman College (Atlanta, GA)
Texas Southern University (Houston, TX)
Tougaloo College (Tougaloo, MS)
Tuskegee University (Tuskegee, AL)
Xavier University of Louisiana 6
IPEDS DATA FEEDBACK REPORT
METHODOLOGICAL NOTES
Data Perturbation and Confidentiality
Overview
The statistics and indicators in this report are based on data supplied
by institutions to IPEDS during the 2006-07 survey year. Once the
data submissions were locked by the institution’s keyholder (and
others), they were reviewed by the Help Desk and migrated to the
IPEDS Peer Analysis System. Response rates for 2006-07 exceeded
99 percent for most surveys. Detailed response tables are included
in the appendices to the IPEDS First Looks. See
http://nces.ed.gov/ipeds under "publications."
Four laws cover protection of the confidentiality of individually
identifiable information collected by NCES—the Privacy Act of 1974,
as amended; the E-Government Act of 2002; the Education Sciences
Reform Act of 2002; and the USA Patriot Act of 2001. Under law,
public use data collected and distributed by NCES may be used only
for statistical purposes. Any effort to determine the identity of any
reported case is prohibited by law. In order to preserve individuals’
confidentiality, data in the Graduation Rates, Student Financial Aid,
and Human Resources components of IPEDS are perturbed. Only
perturbed data are available in the Peer Analysis System and the
ExPT; the perturbed data were used in creating this report.
Comparison Groups
Descriptions of Statistics Used in the Figures
Comparison group data are included to provide a context for
interpreting your institution’s statistics. If your institution did not
define a Custom Comparison Group for this report by June 30, 2007,
NCES selected a comparison group for you based on the institutional
characteristics detailed immediately above the listing of the
comparison group institutions. (If the Carnegie Classification of
Institutions of Higher Education was used as an institutional
characteristic in the definition of a comparison group, the 2005 Basic
version was used.) The comparison group used in this report may
not reflect your institution’s peer group or you may wish to compare
your institution to multiple groups of institutions. The Executive Peer
Tool (ExPT) (see http://nces.ed.gov/ipedspas/expt) can be used to
produce the figures in this report for different groups of institutions.
Calculating FTE Enrollment
The full-time equivalent (FTE) enrollment used in this report is the
sum of the institutions’ FTE undergraduate enrollment and FTE
graduate enrollment (as calculated from or reported on the 2006
Enrollment component) plus the estimated FTE of first-professional
students. Undergraduate and graduate FTE are estimated using 12month instructional activity (credit and/or contact hours). Firstprofessional FTE is estimated by calculating the ratio of full-time to
part-time first-professional students from the fall counts (Part A) and
applying this ratio to the 12-month unduplicated headcount of firstprofessional students. The estimated number of full-time students is
added to one-third of the estimated number of part-time students.
See “Calculation of FTE Students (using instructional activity)” in the
IPEDS Glossary at http://nces.ed.gov/ipeds/glossary/.
Use of Median Values for Comparison Group
The value for the focus institution is compared to the median value
for the comparison group for each statistic included in the figure. If
more than one statistic is presented in a figure, the median values
are determined separately for each indicator or statistic. Where
percent distributions are presented, median values may not add to
100 percent. Through the ExPT, users have access to all of the data
used to create the figures included in this report.
Calculating FTE for Staff
Missing Statistics
Cohort Determination for Reporting Student Financial Aid
and Graduation Rates
The full-time equivalent (FTE) of staff is calculated by summing the
total number of full-time staff from the Employees by Assigned
Position (EAP) section of the Human Resources component and
adding one-third of the total number of part-time staff.
If a statistic is not reported for your institution, the omission indicates
that the statistic is not relevant to your institution and the data were
not collected.
Student cohorts for reporting Student Financial Aid and Graduation
Rates data are based on the reporting type of the institution. For
institutions that report based on an academic year (those operating
on standard academic terms), student counts and cohorts are based
on fall term data. Student counts and cohorts for program reporters
(those that do not operate on standard academic terms) are based
on unduplicated counts of students enrolled during a full 12-month
period.
Use of Imputed Data
All IPEDS data are subject to imputation for nonresponse—both total
(institutional) nonresponse and partial (item) nonresponse. Imputed
values are included for both your institution and any institutions in
your comparison group. For example, if an institution in your
comparison group did not complete the Enrollment component,
NCES imputed the data for that institution AND the imputed data
were used in determining the median values for each comparison
group statistic.
Core Expenses
Core expenses for public institutions (using the Governmental
Accounting Standards Board (GASB) standards) include expenses
for instruction, research, public service, academic support,
institutional support, student services, operation and maintenance of
plant, depreciation, scholarships and fellowships, other expenses,
and nonoperating expenses. Core expenses for private, not-for-profit
and public institutions reporting under the Financial Accounting
Xavier University of Louisiana 7
IPEDS
DATA FEEDBACK REPORT
Standards Board (FASB) standards include expenses for instruction,
research, public service, academic support, student services,
institutional support, net grant aid to students, and other expenses.
For both FASB and GASB institutions, core expenses exclude
expenses for auxiliary enterprises (e.g., bookstores, dormitories),
hospitals, and independent operations. Expenses for operation and
maintenance of plant for GASB institutions are included in other core
expenses, but are allocated to each of the other functions for FASB
institutions.
Core Revenues
Core revenues for public institutions reporting under GASB
standards include tuition and fees; government appropriations
(federal, state, and local); government grants and contracts; private
gifts, grants, and contracts; investment income; other operating and
nonoperating sources; and other revenues and additions. Core
revenues for FASB (primarily private, not-for-profit) institutions
include tuition and fees; government appropriations (federal, state,
and local); government grants and contracts; private gifts, grants,
and contracts; investment return; sales and services of educational
activities; and other sources. Core revenues for private, for-profit
institutions reporting under FASB standards include tuition and fees;
government appropriations (federal, state, and local); government
grants and contracts; private grants and contracts; net investment
income; sales and services of educational activities; and other
sources. In general, core revenues exclude revenues from auxiliary
enterprises (e.g., bookstores, dormitories), hospitals, and
independent operations.
Equated Instructional Staff Salaries (Salaries Equated to 9Month Contracts)
Total salary outlays for full-time instructional staff (by rank) on 11/12month contracts were adjusted to 9/10-month outlays by multiplying
the outlay for 11/12-month contracted instructional staff by .8182.
The “equated” outlays were then added to the outlays for 9/10month instructional staff to determine an average salary for each
rank. Salaries for instructional staff on less than 9-month contracts
are not included.
Graduation Rates and Transfer-out Rate
Graduation rates are those developed to satisfy the requirements of
the Student Right-to-Know (SRK) Act and are defined as the total
number of individuals from a given cohort of full-time, first-time,
degree/certificate-seeking undergraduates who completed a degree
or certificate within 150 percent of normal time (for the degree or
certificate) before the ending status date of August 31, 2006, divided
by the entire cohort of full-time, first-time, degree/certificate-seeking
undergraduates minus any allowable exclusions. Institutions are
permitted to exclude from the initial cohort students who died or
were totally and permanently disabled; those who left school to
serve in the armed forces or were called to active duty; those who
left to serve with a foreign aid service of the federal government,
such as the Peace Corps; and those who left to serve on an official
church mission. Transfer-out rate is the total number of students
from the cohort who are known to have transferred out of the
reporting institution within the same time period, divided by the same
adjusted cohort. Only institutions with a mission that includes
preparing students to transfer are required to report transfers out.
Xavier University of Louisiana Retention Rates
Full-time retention rates are defined as the number of full-time, firsttime, degree/certificate-seeking undergraduate students who enter
the institution for the first time in the fall and who return to the same
institution the following fall (as either full or part time), divided by the
total number of full-time, first-time, degree/certificate-seeking
undergraduates in the fall of first entrance. Part-time retention rates
are similarly defined. For 4-year institutions offering a bachelor’s
degree, this rate is reported only for those students seeking a
bachelor’s degree. For less than 4-year institutions, the rate is
calculated for all degree/certificate-seeking students.
Total Entering (undergraduate-level) Students
Total entering (undergraduate-level) students are all students coming
into the institution for the first time. This includes students who initially
attended the prior summer term and returned again in the fall; all firsttime, first-year students; students transferring into the institution at
any undergraduate level for the first time; both full-time and part-time
students; and all degree/certificate-seeking as well as nondegree/certificate-seeking students. Only degree-granting institutions
report total entering students.
Tuition and Required Fees
Tuition is defined as the amount of money charged to students for
instructional services; required fees are those fixed sum charges to
students for items not covered by tuition that are required of such a
large proportion of all students that the student who does not pay the
charge is an exception. The amounts used in this report are for fulltime, first-time, degree/certificate-seeking undergraduates and are
those used by the financial aid office to determine need. For
institutions that have differential tuition rates for in-district or in-state
students, the lowest tuition rate is used in the figure.
Additional Methodological Information
Additional methodological information on the IPEDS components can
be found in the publications available at
http://nces.ed.gov/pubsearch/getpubcats.asp?sid=010#011.
Additional definitions of variables used in this report can be found in
the IPEDS online glossary available at
http://nces.ed.gov/ipeds/glossary/.
Dr. Norman C. Francis, President
Xavier University of Louisiana (ID: 160904)
One Drexel Drive
New Orleans LA, 701251098